Alternative solutions to the problem of selection bias in an analysis of federal residential drug treatment programs

In an evaluation of prison-based residential drug treatment programs, the authors use three different regression-based approaches to estimating treatment effects. Two of the approaches, the instrumental variable and the Heckman approach, attempt to minimize selection bias as an explanation for treatment outcomes. Estimates from these approaches are compared with estimates from a regression in which treatment is represented by a dummy variable. The article discusses the advantage of using more than one method to increase confidence in findings when possible selection bias is a concern. Three-year outcome data for 2,315 federal inmates are used in analyses where the authors separately examine criminal recidivism and relapse to drug use for men and women. Statistical tests lead the authors to conclude that treatment reduces criminal recidivism and relapse to drug use. The treatment effect was largest when the inference was based on the Heckman approach, somewhat smaller when based on the instrumental variable approach, and smallest when based on the traditional dummy variable approach. Treatment effects for females were not statistically significant.     

Making the Randomized Response Technique Work

The ability of the randomized response technique to obtain sensitiveinformation on surveys was compared to two other methods involvingself-administered questionnaires. Using a national probabilitysample, and extending upon a number of developmental changeswhich have evolved over the years, the randomized response techniqueproved to be decidedly superior to the other methods.     

Disability and identity: the challenge of epilepsy

Through examining the case of people with epilepsy (which, as we demonstrate, has an ambiguous status in relation to both popular and academic conceptions of disability) we explore the fluid, negotiable and contingent nature of identity and, in particular, the identification as ‘disabled’. Disability, we argue, cannot be reduced to either biology or social oppression, or even primarily to biological or social factors: it is the outcome of a complex interaction between a multiplicity of factors – biological, environmental, social, psychological, cultural and political – which will interact and be experienced differently by different people, at different times and in different situations. Rather than conceiving of disability in ‘all or nothing’ terms and of differing explanations as competing and mutually exclusive, it would be more productive to see them as partial and potentially complementary contributions to the better understanding of a complex and multifarious reality.     

The Relationship Between Family Mealtime Interactions and Eating Disorder in Childhood and Adolescence: A Systematic Review

During childhood and adolescence, family meal frequency has been found to have an inverse relationship with disordered eating behaviour. Also, family interactional patterns differ in families where there is a child with and without an eating disorder. This paper examines the relationship between family mealtime interactions during childhood and adolescence and eating disorder behaviour through a systematic review of the literature. The method was an asystematic electronic search of PsycInfo, Medline and Web of Knowledge undertaken in April 2012. Ten studies demonstrated a significant relationship between family mealtime interactions and disordered eating behaviour. Families where there is a child with an eating disorder display less positive interactions during mealtimes. While the findings can be linked to family based treatment for anorexia nervosa there is a need for prospective research in this area.     

Amplifying Deviations in Family Interactions: Guidelines For Trainees in Post‐Milan Family Therapy

Amplifying deviations in family interactions is a critical skill in family therapy, and one that can be implemented following the first reflecting team intervention. This paper will provide trainees with a series of practical guidelines for amplifying deviations, derived from an integration of several models of family therapy. Solution‐focused and narrative questions are employed systemically, with the aim of magnifying virtuous, rather than vicious cycles of interaction. A theoretical rationale for deviation amplifying and a brief case vignette will also be presented.     

Effect of instructional videotapes on AIDS knowledge and attitudes

The effectiveness of four commercial videotape presentations in changing AIDS knowledge and attitudes among 584 college students was evaluated in a pre-post design with control group and follow-up. AIDS knowledge and attitudes were measured prior to, immediately after, and 4 to 6 weeks following presentation of the informational videotapes. In addition, subjects rated each videotape on several specific dimensions, including overall quality. The effects of age, sex, prior exposure to AIDS information, and presence v absence of post-presentation discussion were measured as covariates. In general, there was a significant immediate increase in AIDS knowledge attributable to all four videotapes (p less than .001). These gains persisted until follow-up, with no erosion for three of the four tapes. With the exception of perceived effectiveness of AIDS prevention methods (p less than .001), attitudes toward AIDS showed no change as a result of exposure to any of the videotapes (p greater than .05). Viewer ratings showed two of the videotapes to be superior in terms of perceived overall quality (p less than .05). There were also differences in ratings of videos on other dimensions. Among the covariates, there was no relationship at time of follow-up between post-presentation discussion v no discussion and either knowledge gain or attitude change. Sex was related to one attitude component, with women perceiving the AIDS epidemic as more severe than men (p less than .001).     

The potential for successful family foster care: conceptualizing competency domains for foster parents

The potential to foster successfully starts with developing and supporting competency in 12 domains: providing a safe and secure environment, providing a nurturing environment, promoting educational attainment and success, meeting physical and mental healthcare needs, promoting social and emotional development, supporting diversity and children's cultural needs, supporting permanency planning, managing ambiguity and loss for the foster child and family, growing as a foster parent, managing the demands of fostering on personal and familial well-being, supporting relationships between children and their families, and working as a team member. This article describes each domain and reviews relevant research to help guide the assessment of practicing and future foster parents.     

Couple-Level Patterns of Disclosure Process Beliefs and Their Association with Marital Satisfaction

Abstract

Grounded in symbolic interaction theory, we used latent class analysis (LCA) to investigate the preexisting patterns of belief surrounding the disclosure process in married relationships. With a sample of 131 heterosexual married dyads from the U.S., we found four classes: two classes represented similarity of spouses’ beliefs (Both High Beliefs and Neither High Beliefs), and two classes represented dissimilarity of spouses’ beliefs (where only the wife endorsed high beliefs, Wife High Beliefs, and where only the husband did, Husband High Beliefs). Husbands’ satisfaction was positively associated with membership in the Both High Beliefs class. An interaction between spouses’ satisfaction was found: the impact of wives’ satisfaction on class membership is dependent on husbands’ satisfaction. Implications for research and practice are discussed.